Table 1 indicates the use of technology at the 5 schools where onservation sessions were undertaken.
The table indicates the differences of technologies seen used and indicated within the schools visited. nfortunately there was no terchnology observed at School D and Mrs Mauve was not forthcoming with information. At the other four schoolthere was a reasonable array of technology with no school being disadvantages compared to others.
The teachers' use of the technologies is further discussed below.
Unfortunately, at School A there was no technology used. However, Mrs Black usually uses the Interactive White Board for modelled and shared reading. She has attempted more interactive learning through the use of netbooks and the Interactive White Board. However, this proved problematic, due to setup time and added distractions created both by, and for the students; sometimes the netbooks do not work properly, or the students become disruptive whilst playing games on the Interactive White Board.
At School B, Mrs Brown used an Interactive White Board and a laptop computer to begin her literacy block. She projected images produced by a digital camera on a recent excursion via the Interactive White Board, to aid in stimulating the students prior to their independant writing. She also used laptops as a listening post resource during the reading session.
At School C, Mrs Green used the Interactive White board to display the day's timetable, enabling the students too begin organising themselves. Other technology included a CD player used as a listening post, and desktop computers used to aid in conjunction activities.
Mrs Green also used a microphone/speaker system to project her voice around the classroom, making instruction clear. Unfortunately at School D, Mrs Mauve did not use any technology during the observed literacy session.
The technologies observed at School E during the literacy block included Mrs Purple's laptop, a Interactive White Board, desktop computers. During the reading session, the laptop / Interactive White Board were used to enable students to view a DVD. The Interactive White Board was then used to display the worksheet activity, to assist students to understand the activity's requirements.
During the writing session, the laptop / Interactive White Board were used to show the purpose of the activity and its description. The laptop / Interactive White Board were further used to model writing a letter using a web based activity. Some students used the desktop computers to reinforce their letter writing knowledge, using a website activity.
Table 1 indicates the use of technology at the 5 schools where onservation sessions were undertaken.
The table indicates the differences of technologies seen used and indicated within the schools visited. nfortunately there was no terchnology observed at School D and Mrs Mauve was not forthcoming with information. At the other four schoolthere was a reasonable array of technology with no school being disadvantages compared to others.
The teachers' use of the technologies is further discussed below.
Unfortunately, at School A there was no technology used. However, Mrs Black usually uses the Interactive White Board for modelled and shared reading. She has attempted more interactive learning through the use of netbooks and the Interactive White Board. However, this proved problematic, due to setup time and added distractions created both by, and for the students; sometimes the netbooks do not work properly, or the students become disruptive whilst playing games on the Interactive White Board.
![5570898684_a595f1c923[1].jpg](/file/view/5570898684_a595f1c923%5B1%5D.jpg/226473562/230x195/5570898684_a595f1c923%5B1%5D.jpg "5570898684_a595f1c923[1].jpg")
At School B, Mrs Brown used an Interactive White Board and a laptop computer to begin her literacy block. She projected images produced by a digital camera on a recent excursion via the Interactive White Board, to aid in stimulating the students prior to their independant writing. She also used laptops as a listening post resource during the reading session.At School C, Mrs Green used the Interactive White board to display the day's timetable, enabling the students too begin organising themselves. Other technology included a CD player used as a listening post, and desktop computers used to aid in conjunction activities.
Mrs Green also used a microphone/speaker system to project her voice around the classroom, making instruction clear.
Unfortunately at School D, Mrs Mauve did not use any technology during the observed literacy session.
The technologies observed at School E during the literacy block included Mrs Purple's laptop, a Interactive White Board, desktop computers. During the reading session, the laptop / Interactive White Board were used to enable students to view a DVD. The Interactive White Board was then used to display the worksheet activity, to assist students to understand the activity's requirements.